One major factor seems to be the relationship between teachers and students. In elite schools, teachers play a big role in maintaining social hierarchies and fostering a sense of entitlement among students. What is interesting, though, is that Alejandro mentioned he did not have a great experience with the teachers at Croft. This made me think that while strong teacher student relationships can reinforce privilege, it can also create a gap between their relationship. Interestingly enough, teachers do more than just teach. They guide students toward academic and social success. In elite schools, their influence goes beyond the classroom by offering guidance on college admissions, career paths, and other opportunities that are not as available in most public schools. Alejandro talked about the pressure to succeed both academically and athletically. He expresses he felt this pressure not just from his parents but also largely from his teachers. However, this emphasis on success does not necessarily equate to genuine intellectual curiosity. Alejandro did not express a want to succeed, it was a need. He made it sound like he had no other option. It serves as a means to uphold the elite status of these students, ensuring that they continue on predetermined paths to power and influence.
In elite schools, teachers are not just responsible for teaching subjects like math or history. They also prepare students for life in elite society. Many teachers at these schools come from similar socioeconomic backgrounds as their students, which creates a sense of familiarity and connection. This can be helpful, but it also means that elite values and norms are often passed down without much thought. The way teachers interact with students, the expectations they set, and the behaviors they reward all contribute to reinforcing social hierarchies. Even when teachers challenge students to think critically about their status, they never fully acknowledge the privilege.
In the end, the reinforcement of privilege in elite schools is complicated. It is not just about teachers. It is about the environment, the culture, and the students themselves. Teachers play a major role in shaping both academic and social pathways, but their influence is part of a larger system that keeps social hierarchies intact. The real challenge is figuring out how to break these patterns and create a more inclusive and equitable education system that does not just cater to the privileged few. To do this, we need to critically examine how schools, both elite and non elite, shape students’ understandings of success, merit, and social responsibility. Only by addressing these deeper issues can we begin to imagine an education system that serves all students rather than just reinforcing existing power structures.
